出國留學(xué)網(wǎng)教師資格證頻道為您提供2016下半年教師資格證面試備考之英語教案，教師資格考試面試馬上就要到來，這里就教案的撰寫以及教學(xué)過程的設(shè)計給考生們一些建議，希望能幫到您！想了解教師資格證相關(guān)方面的信息，請及時關(guān)注我們網(wǎng)站的更新！　
    關(guān)于教案撰寫方面：
    一、標題不可缺少
    二、教學(xué)目標撰寫要以學(xué)生為主語
    舉幾個例子：
    Students can master the key sentence structure “what are you doing?” .
    Students can communicate with their partners by using the new sentence.
    Students will be more interested in sharing their ideas with others and take part the group activity.
    這些表述大家可以看到都是以學(xué)生為主語的，有時候大家會覺得一些句子表達會比較別扭，那可以表述成被動語態(tài)。
    三、其他基本要素要包含：
    如
    Teaching key point
    Teaching difficult point
    Teaching Methods
    關(guān)于教學(xué)過程的設(shè)計方面：
    教學(xué)過程要完成清晰!在這里給大家舉一個例子：
    Teaching procedure
    Step 1 Warming-up 熱身環(huán)節(jié)也可以寫成lead-in，不過小學(xué)階段的設(shè)計熱身和導(dǎo)入環(huán)節(jié)都要有
    At the beginning of class, ask students a question about what do they usually do on weekend. Students may have different answer like go to the zoo, stay at home and so on. Then teacher ask: “do you want to know what others are doing now?” to lead to the topic today, and write it down on the blackboard.
    (step can give students chances to speak English ,and get a good preparation for the next step—the presentation part, student’s interest will be aroused as they can share the things they know with others in English. It can also help nurture students’ confidence.)
    如果是技能課要按照這種前中后的形式進行安排教學(xué)
    Step 2 Pre-reading
    Show the picture about the Larry’s home, letting students guessing what happened and predict the content about the reading material.
    (Justification: guessing part will focus students’ attention on the main topic of the reading passage. It prepares students to think critically about the topic and provides them with the opportunity to connect some aspect of the topic to their own lives)
    Step3while-reading
    Fast-reading
    Ask students to read the short passage quickly and conclude the main idea.
    (Justification: train students’ reading ability of scanning for the general information of the passage.)
    Careful reading
    1.ask students to read the passage again and answer the following questions:
    What is Larry doing?
    What is dad doing?
    What’s grandpa doing?
    2. Ask students to finish the sentence on the textbook.
    (Justification: in this part, students’ analyzing and summarizing ability can be trained. In the process of answering, students can get the detailed information, which can help students understand the sentence.)
    Step4 post-reading
    1.play the tape and ask students to read the short passage after the tape and pay attention to the pronunciation of the words and sentences.
    2.let students do the group work, it is a role play, four in a group. One of them call another one and ask what he or she is doing. After that, volunteers can show their performance before the class.
    (Justification: this part can activate the atmosphere of the class and arouse students’interest at the same time. It helps students strengthen what they have learned during this lesson.)
    Step 5summary and homework
    Summary: do the summary together with students and let them have a clear clue about what we have learned
    Homework: try to use the new knowledge to communicate with their partners after class.
    (Justification: summary and homework can help students consolidate the knowledge what they have learned in the class, the homework can train students ability )
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